Train-the-Trainer Peer Recovery Support Professionals Workshop.

Train-the-TrainerPeer Recovery Support

Professionals Workshop

Peer Recovery Support Professionals Training © 2014. All rights reserved.

Welcome to theTrain-the-Trainer Workshop

Your Trainer is ______

TTT ManualThis PowerPoint seriesParticipant Workbook

Your contribution!


Please familiarize yourself with the material and specifically, the Table of Contents in the TTT Manual.

(Please note that the page numbers on thebottom left-hand side of each slide refer to the corresponding page number in the TTT Manual.)


What is the Purpose of Training?

P. 3

To provide mentors and trainers with competencies that will enable them to effectively mentor, teach, and communicate the skills necessary for certification as a Peer Recovery Support Specialist.


What is the Value of Training?

P. 5

• To enhances professional growth, • To impact the professional development of other

trainers

• To increase learning outcomes


What is Essential to Training?

P. 5

Knowledge of how to work with adult learners is essential to effective training.


What is the Trainer’s Role?

P. 5

The trainer supports a growth process which includes the following behaviors:

• Establishing a climate conducive to learning • Using adult learning principles • Encouraging learners to formulate their own

learning objectives • Encouraging learners to identify and utilize a

variety of resources • Assisting adult learners in evaluating their own

learning


What is Involved in Mentoring?

P. 6

• Effective mentoring rests on building and maintaining a relationship of trust.

• It is a reciprocal and collaborative learning relationship.

• Mentoring involves knowledge acquisition, its application and reflective supervision.


The Adult Mentoring and Learning Process

P. 6


How Do Adults Learn Best?

P. 7

Adults learn best when they are involved in their own learning, when they are:

• Diagnosing• Planning• Implementing• Evaluating


What Are Characteristics of Adult Learners?

P. 7

Generally, you will find adult learners:

• To be self-directing• To have a specific need to know• To bring a life’s reservoir of experience• To look for immediacy of application• To be internally motivated to learn


What is Required for Effective Training?

P. 7

Effective training requires:

• Knowledge of adult learning principles • A grasp of subject matter content • Practice• Good planning


What is Expected of Trainers?

P. 7

Trainers taking this TTT course should have complete knowledge of:

• What a Peer Recovery Specialists needs to know • What skills are required,• What roles they play in the treatment community


Hints for Becoming a Good Trainer

P. 8

To become a good trainer, a person should:

• Take the time to prepare• Learn the material• Use his/her own words• Incorporate experiential learning• Emphasize lesson overview and objectives• Model and demonstrate• Provide a format for learner involvement

(See Page 8 of the TTT Manual for a fuller explanation of these points.)


Are You Nervous About Presenting to a Group?

P. 9

Two important ways to enhance your presentation as a confident trainer:

1. Demonstrate your credibility 2. Minimize your stage fright

(We’ll give you more insight about these two points in the following slides.)


Seven Steps to Demonstrate Credibility

P. 9

1. Always be honest2. Make your presentation balanced, free from bias3. Deliver the facts clearly and simply4. Ask questions about the information5. Support the information with your own examples

and experiences6. Cite authorities7. Always invite questions and discussion


Overcoming Stage Fright

P. 10

• Know the material• Rest up the night before• Know your session introduction• Release the tension• Reframe• Rehearse• Know the training room and equipment• Know the participants• Reassure yourself• Resist imitating another trainer’s style• Concentrate on the message, not yourself.• Concentrate on your learner’s needs


Setting the Tone

P. 12

• Who is responsible for setting the tone (an atmosphere for effective participation) in a training workshop?

• What types of behaviors set the tone?


Setting the Climate

P. 13

The following sections will give insight on how a trainer can establish an open and effective learning environment:

• Greeting• Welcome and Opening • Ice Breakers • Management and Rules • Teaching Strategies


Setting the Climate - Greeting

P. 13

• First impressions are very important.

• You help yourself and convey an impression by completing the room set-up and arrange all handouts well before the first participant arrives.

• You will then be free to greet the adult learners as they come on site.


Setting the Climate - Greeting

P. 13

As participants arrive:

• Introduce yourself • Wear a name badge • Have participant name tags and name card “tents”• Ask each person to sign the class attendance list • Encourage participants to help themselves to

refreshments


Setting the Climate - Welcome and Opening

P. 14

During the welcoming and opening stages:

• Be at the front of the room• Introduce yourself• Identify restrooms and refreshments• Be inviting• Deliver your rehearsed opening• Use eye contact with all participants


Setting the Climate - Ice Breakers

P. 14

“Ice Breakers” are short activities that help participants:

• To feel energized • To develop a feeling of comfort with each other• To actively engage


Setting the Climate - Housekeeping & Rules

P. 15

Rules are important because they:

• Establish the working atmosphere in the room for the duration of the training.

• Serve as a model for future trainers• Serve as a learning model as participants think

through their own future as trainers

Rules should be posted in the training room for easy viewing and reference.


Setting the Climate - Teaching Strategies

P. 16

As a trainer, you can be more effective by:

• Asking open-ended questions • Reviewing participant statements• Fostering discussion• Listening reflectively• Utilizing active listening• Providing consistent feedback• Moving and engaging


Effective Facilitating

P. 17

Remember, as participants are actively engaged, they are more likely to retain, remember and recall information conveyed during the training.


Effective Facilitating

P. 17

Active training requires the development of six key skills:

1. Facilitating vs. Directing2. “Wait Time” 3. Asking Questions 4. Answering Questions 5. Facilitating Discussion6. Application Activities


Effective Facilitating - Facilitating vs. Directing

P. 17

• Lead the discussion. Don’t direct it!

• Draw ideas from the adult learners themselves.• During group discussion, “step back,” minimizing

your contribution and maximizing the interaction between participants.


Effective Facilitating - Facilitating vs. Directing

P. 17

Tips:

• Be respectful of all of the participants.• Be enthusiastic about the topic and the training

program.

• Ask and encourage questions and idea sharing.


Effective Facilitating – Wait Time

P. 17

• Observe the “Conscious Use of Silence,” or count to 10 before responding.

• If learners still do not respond, rephrase the question.

• Invite people to contribute, encouraging hose who have been quiet.


Effective Facilitating – Asking Questions

P. 18

It is the trainer’s responsibility to pose questions and topics for discussion.

• Use open-ended questions• Use “think back” questions• Ask clear and concise questions• Respond to incorrect answers• Use encouraging remarks to honor participant

responses• Redirect a participant’s question to the group


What Would You Do?

P. 19

What would you do if . . .

• You’re asked a question that you can’t answer?

• You’re asked a difficult question?

• You’re asked a question you don’t want to answer?


How Would You Handle It?

P. 20

How would you handle a situation when ...

• The group has a discussion dominator?

• There is NO response from the group?

• There are disagreements within the group?


Evaluation

P. 21

• It is important to provide closure at the completion of training.

• Evaluative information provided by the participants should be used as a guide to inform future training.

• Engage the participants by: Reviewing the key ideas of the training Soliciting a written evaluation


Reflective Supervision

P. 22

Reflective Supervision is a collaborative relationship between the TTT trainer, the adult learners, and future trainers.

• It enhances professional growth• It improves instructional quality • It strengthens teaching practices and skills


Reflective Supervision

P. 23

If you are the Reflective Supervisor, here are some guidelines for the process:

• Prepare a checklist or a framework for guiding discussion. • Establish opportunities for feedback.• Clarify responsibilities and expectations for adult learners

at the next TTT session.• Assess the values, knowledge and skills, the adult learner

has mastered by feedback and evaluation. • Model and demonstrate any skill that will be required in

the future. • Create a joint plan that will influence and enhance future

training sessions.


A Trainer’s Dos and Don’ts

P. 24

Before you look at Page 24 consider these questions:

• As an adult learner what has been effective in your own learning experience in training sessions?

• What would you recommend as some Dos and Don’ts in training adults?


Training Requirement - Location

P. 25

When choosing a site consider:

• Actual training room• Access to mass transit and sufficient parking• Handicap access• Restrooms• Space for a refreshment table


Training Requirement – Equipment & Materials

P. 25

Consider what you will need on site:

• Your computer• A PowerPoint projector and screen• An extension cord• Easels, flip charts and markers• Copy service


Training Requirement – Equipment & Material

P. 25

Additionally, you will need:

• Name badges and thin markers• Pens at tables for participants to use• Post-It notes• lank newsprint paper, markers and masking tape


Training Requirement - Everything

P. 26

• A week in advance, confirm the availability of your training site.

• A day or two before training, assemble your equipment and materials.

• The day before training, confirm that your electrical equipment is working together. Make one more call to your training site to confirm times and condition of the training room.


On the Training Day

P. 26

• Arrive early• Check the room set-up• Check or prepare the Refreshment Table• Prepare the Sign-In Table (pens, badges, felt pens)• Test the PowerPoint equipment and other training

materials• Place directional signs to help participants find

the classroom• Place a “Welcome/Introduction” PowerPoint slide

on the large screen


Welcome to theTrain-the-Trainer Workshop

City/TownDateTrainer’s Name


Learning Needs Assessment

P. 28

A Learning Needs Assessment (LNA) is a tool used to identify the level of education, training needs, expectations and desires of each participant.

Ask each participant to fill out the LNA and return it to the trainer at an agreed-upon time on the first day.


Defining the Participant’s Expectations

P. 29

• It is very important to internally establish the adult learner’s expectations and needs as well as your own expectations.

• An exercise (which follows) can help to maintain the centrality of these needs and expectations.

• The goal is to create a supportive atmosphere where people feel free to take risks.

• Be honest. Be open. Be energetic.


Exercise – Ice Breaker

P. 30

To find out the participant’s backgrounds and their expectations of the training, use these five questions:

1. Your name?2. Where do you work?

(Alternatively: What are you currently doing? )3. Why do you want to take this TTT course?4. What would you like to accomplish during this

TTT course?5. How do you think this training will help you?


Exercise - Establish a Positive Climateand Spirit of Cooperation

P. 31

Project these two questions in preparation for an open discussion:

1. What do you expect from this Peer Recovery Support Specialist training?

2. What do you hope to take back to the lives of recovering individuals and groups?


Exercise: Guidelines for Working Effectively as a Group

P. 32

In learning to work effectively as a group, this activity is divided into two parts:

Part A - Brainstorming behaviors that positively affect group dynamics

Part B - Establishing guidelines for working effectively

as a group



P. 32

Part A – Brainstorming

In an open discussion, • First, identify behaviors which help effective

functioning of a group• Next, identify behaviors which interfere with group

functioning



P. 33

Part B – Developing Guidelines

Here, the facilitator and the group develop a number of guidelines for this group to work together effectively.



P. 33

Examples of Beneficial Guidelines:

• Listen and "hear" • Avoid put-downs • Refrain from speaking too often or too long • Give everyone a chance to speak• Be prompt


Effective Training Techniques

P. 34

Here, we explore how each participant “presents” with a view to being better equipped to:

• Provide information

• Teach skills

• Change values or attitudes.

(Each of these goals is expanded in the following slides.)


Effective Training Techniques: To Provide Information

P. 34

Ways that a trainer can impart a specific volume and type of information are through:

– Individual Presentations– Panel Presentations– Debates– Dialogue– Dramatic Presentations


Effective Training Techniques: To Provide Information

P. 34

Follow-Up Activities involving group participation:

• Forum• Question Period• Buzz Groups


Effective Training Techniques: Teach Skills or Behaviors

P. 35

Activities that are well-suited for skills and behavior training:

• Case Study• Demonstration• Games, Structured Experiences• Simulation• Teaching/Learning Team


Effective Training Techniques: Teach Skills or Behaviors

P. 35

Follow-up Activities that are well-suited for skills and behavior training:

• Application Projects• Practice


Effective Training Techniques: To Change Value or Attitudes

P. 36

Training techniques that are suitable for attempting to change attitudes and values:

• Circle response• Field trips or tours• Games• Role playing• Simulations• Skits


Effective Training Techniques: To Change Value or Attitudes

P. 36

Follow-Up Activities:

• Forum• Question Period• Group Discussion• Informal Small Group Discussion


Exercise: Create a Training Session

P. 37

Divide the participants into groups of two or three persons with the goal of developing a training session using one of the training tools. Possible topics are:

• History of Recovery Coaching• Addiction as a Chronic Disease • Types of Recovery Coaches • Harm Reduction Theory • Writing a Recovery Plan • Use of Personal Narratives in Recovery • Use of Medicines to Aid in Recovery • Roles of Recovery Support Centers in the Recovery Management

Model


Managing Classroom Conflict

P. 38

• Conflict can be reduced by identifying and clarifying expectations and developing group cohesion.

• Handling conflict requires the management of emotions (trainer’s as well as the participant’s).

• A “troublesome” issue may intensify especially if the issue is not addressed adequately when it first arises.


Strategies and Tactics to De-escalate Conflict

P. 38

Remember the points of the process by the acronym SOAR-UP:

S – StopO – Outcome OptionsA – Assess the SituationR – React to the Participant’s CommentsU – Use Active Listening TechniquesP – Presenting


Exercise: Handling Dilemmas

P. 41

This activity is divided into three parts:

• Part A - Work in small groups discussing how to address a number of facilitation dilemmas

• Part B - Each group sharing the results of its discussion with the larger class

• Part C - The facilitator receiving an evaluation of the exercise



P. 41

Part A - Has six practice scenarios:

Situation/Scenario 1

Three sub-groups are portrayed in this exercise.• One has used 10 minutes,• A second has used 20 minutes and is still presenting, • A third has not yet started but only 15 minutes is left

of the available time.

What do you do? Explain the rationale for your decision.

(See the TTT Manual for a fuller description.)



P. 42

Part A - Situation/Scenario 2

There is discussion on a topic which has particular interest for you but you do not agree with the findings.




P. 42


In a “Tools for Recovery from Addiction” training session, there are three participants who are characterized as:

• The Hesitant One,• The Monopolizer,• The Non-listener.




P. 42


In a “Harm Reduction Theory” training session, an argument erupts over gender equality and LGBT rights.




P. 43


In a training session on various addiction recovery models, there are three participants who are characterized as:

1. The Rigid One2. The Idea Zapper3. The Complainer




P. 43


Facilitating a 3-day training workshop designed by someone else, you are provided with the training materials piece by piece, with little time to prepare.




P. 44

Part B - Involves sharing strategies to address each situation/scenarios and the issues raised.

The whole group has opportunity to comment on each group’s presentation.



P. 44

Part B - Explores each learner’s stance on power and conflict.

Questions explore each of these areas:

• My understandings and perceptions• My interactions• My actions to bring about peaceful resolution• My perceptions in the midst of conflict



P. 45

Part C - Involves evaluation.

Activity 1 — Providing Feedback

• The goal of the TTT’s Course is to attain training objectives.

• Did the adult learners receive and retain the information and skills they needed?



P. 45


Activity 1 — Providing Feedback

Feedback Tips:

• Be objective• Be specific• Limit the amount of feedback you provide• Be constructive



P. 45


Activity 2 — Developing Training Assessments

This is an opportunity :

• To illustrate the assessment process• To provide feedback on the training activities• To identify areas which may need reinforcement,

further discussion, or modification



P. 45


Activity 2 — Developing Training Assessments

Through a series of PowerPoint slides, pose the questions referenced on the following slides.

Peer Recovery Support Professionals Training © 2014. All rights reserved. P. 45

What questions would you ask on an evaluation form when you are the trainer?


Do you prefer to have this evaluation in a group discussion and/or in a written form?


What did I like about today and why?


What did I not like about today and why?

Peer Recovery Support Professionals Training © 2014. All rights reserved.P. 45

What did I learn and experience todayWhich I will be able to use?

Peer Recovery Support Professionals Training © 2014. All rights reserved.P. 45

How could today’s training be improved?

“Thank You” for participating in this training!

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